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Assessment in Online Courses: Practical Examples Ms. Darla Runyon Dr. Roger Von Holzen Northwest Missouri State University.

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Presentation on theme: "Assessment in Online Courses: Practical Examples Ms. Darla Runyon Dr. Roger Von Holzen Northwest Missouri State University."— Presentation transcript:

1 Assessment in Online Courses: Practical Examples Ms. Darla Runyon Dr. Roger Von Holzen Northwest Missouri State University

2 2 Heard in the Halls “If we are to be required to assess educational quality and learning by virtue of how long a student sits in a seat… we have focused on the wrong end of the student.” Laura Palmer Noone

3 3 Heard in the Halls “How do you do online exams?” Question based on notion that online assessment must follow assessment methods used on campus  Not necessarily true In an online environment Major change to the role of the instructor  Shift from the deliverer of content to student mentor Function of assessment techniques must also change*

4 Online Assessment

5 5 An Interactive Mentoring Opportunity Need to view assessment as a teaching tool and not as an evaluation mechanism Use quizzes and tests as interactive mentoring opportunities Enable students to evaluate their own progress through the course materials*

6 6 Beyond the Rhetoric Quizzes and tests should be viewed as means of promoting learning Open book and extensive testing time Should be only a small component of the overall assessment strategy for the online course*

7 7 Beyond the Rhetoric Evolution from seat-time/credit hours to outcomes-based education as a measure of learning Acknowledging present reality What matters is whether the student has actually learned Often difficult to get faculty to change It can be like herding cats…*

8 8

9 9 The New Role of Assessment Assessment techniques should be based on desired learning outcomes Provides the instructor with: evidence of effectiveness of course materials indications of content areas that need further enhancement and/or development*

10 Assessment Strategies

11 11 Assessment Strategy Cumulative process Aids in forming student assessment profiles snapshot of student understanding Profile constructed by: building learning outcomes based on critical course content use of applicable assessment methods to determine student’s understanding of learning outcomes*

12 12 Assessment Strategy Provides guidance to further develop conceptual framework Continuous process (formative) Tegrity Quiz Should guide the student to mastery of the learning outcomes Assessment strategy becomes foundation for developing the instructional design of the online course*

13 13 Learning Outcomes Determine critical course content Discern what the students should know or accomplish based on the critical content  What must the student know in order to function in authentic situations? Decide what evidence is acceptable as proof of knowledge or accomplishment of the learning outcome  Selected student performance must furnish the method of assessment of critical content*

14 14 Communication of Learning Outcomes Include in syllabus List in course introductory module List for each individual module or unit Convey in related activities and assignments* Modular Learning Objective

15 15 Assessment Strategy Steps 1. Integrate new assessment techniques and develop an overall assessment strategy 2. Administer pre-assessment Provides guidance in the development of appropriate learning activities*

16 16 Assessment Strategy Steps 3. Present critical concepts through interactive, instructional concept activities Design a learning cycle process which should include content and concept delivery concept application performance feedback opportunities for relearning* Learning Cycle

17 17 Assessment Strategy Steps Develop the learning cycle by incorporating appropriate instructional technology techniques and tools* ChemistryFeedback

18 18 Assessment Strategy Steps 4. Punctuate course with short assessment opportunities Provide student with performance feedback on learning concepts and activities Provide a diverse array of assessment methods to reflect student understanding of the learning outcomes Provide opportunities for relearning and reassessment* Medical Terminology

19 19 Assessment Strategy Steps 5. Develop a post-assessment (summative) Provides evaluation of the overall student performance Indicates ultimate mastery of critical content and ability to incorporate content into appropriate situations*

20 20 Online Assessment Traditional methods should only be a small component of the overall assessment strategy Learning outcomes should be assessed using applicable assessment techniques Online delivery provides an environment conducive to incorporating a diverse array of assessment techniques strategies that may be employed across a variety of course subject areas* MusicArt

21 21 Online Assessment Flexibility of delivery allows for a more student-centered approach to assessment and feedback* Chat AssessmentHistory

22 Academic Dishonesty

23 23 Course Design and Development Faculty need to discuss and develop new perspectives on assessment Good course design will inhibit academic dishonesty Issues pertaining to academic dishonesty and conduct in an online course should be examined and communicated*

24 24 Academic Policies Academic dishonesty and honor code policies should be clearly stated early in the course Include in the course syllabus Incorporate a student agreement* Student Agreement

25 25 Dealing with Plagiarism A paper or project development process should be followed Paper or Project Prospectus  A brief, structured first-draft plan for a term paper or term project Submission of rough drafts Communicate with students to learn their writing style*

26 26 Proctored Exams Some situations may require on-site examinations Expenses and effort involved must be considered*

27 27 Assessment in Online Courses Even with all of this support and planning at times you feel like you’re building on a wing and a prayer…

28 28

29 Our final words of wisdom: Think outside the classroom ©

30 30 Dr. Roger Von Holzen, Director Center for Information Technology in Education Ms. Darla Runyon Assistant Director/Curriculum Design Specialist Center for Information Technology in Education

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